My Twitter account: @shashazhu
I will be using Penzu to keep my writing journal.
Post for class on 26th, Jan A. key word--young writers. This article focuses on what we can do to foster young writers to develop desires to learn to write.
B. interpretation of the paragraph
Reading through the whole chapter, one theme sticks on me clearly that young children can be encouraged to be writers provided certain nurturing environment parents and teachers can provide purposefully. It is a whole new notion for me because it has never occurred to me that young children actually want to express or convey their ideas through writing. More often than not, I just viewed their so-called writing, which in most of time few people can make sense of, as totally purposeless or subconscious actions, not as the article suggests that they do have an idea or intention to convey. The most valuable information I think the author tries to convey here is that both teachers and parents should and are able to do a lot for our young children to become writers. We can help them develop the desires to learn how to write. We should do this purposefully instead of blindly undermining their desires.
C. My interrogation 1.It is mentioned in the chapter that teachers should nurture an environment in class, in which children have the freedom to talk with each other and through this way, they can learn about content from each other’s topics and skills. I believe in the logic here and I also want to encourage free and constructive talk in my class. My problem is: how can we ensure that most free talking they have is indeed constructive and to the point in question? How can teachers keep a balance between meaningful talks among students and those going more astray? 2. The author mentions that many teachers use literatures to expand their children’s writing. I find this idea interesting as well as a little confusing. Could you explain more about how to choose appropriate literature and how teachers can make the best use of literature to connect with students’ writing? Do teachers ask students to do imitation writing, for example, ask them to write a story as interesting as that one? Or are there different ways teachers can use literature to make connections to writing? What can they be?
D. three ways I could make use of this information
Value students’ intentions to convey and try different ways to encourage them to express those intentions.
Create a helpful environment where students have many opportunities to read and write and hear stories.
Know that our students need an audience to develop their language acquisition, especially so for second language learners. So we should serve this role. We should learn to be good and constructive audiences for students.
I will be using Penzu to keep my writing journal.
Post for class on 26th, Jan
A. key word--young writers.
This article focuses on what we can do to foster young writers to develop desires to learn to write.
B. interpretation of the paragraph
Reading through the whole chapter, one theme sticks on me clearly that young children can be encouraged to be writers provided certain nurturing environment parents and teachers can provide purposefully. It is a whole new notion for me because it has never occurred to me that young children actually want to express or convey their ideas through writing. More often than not, I just viewed their so-called writing, which in most of time few people can make sense of, as totally purposeless or subconscious actions, not as the article suggests that they do have an idea or intention to convey. The most valuable information I think the author tries to convey here is that both teachers and parents should and are able to do a lot for our young children to become writers. We can help them develop the desires to learn how to write. We should do this purposefully instead of blindly undermining their desires.
C. My interrogation
1.It is mentioned in the chapter that teachers should nurture an environment in class, in which children have the freedom to talk with each other and through this way, they can learn about content from each other’s topics and skills. I believe in the logic here and I also want to encourage free and constructive talk in my class. My problem is: how can we ensure that most free talking they have is indeed constructive and to the point in question? How can teachers keep a balance between meaningful talks among students and those going more astray?
2. The author mentions that many teachers use literatures to expand their children’s writing. I find this idea interesting as well as a little confusing. Could you explain more about how to choose appropriate literature and how teachers can make the best use of literature to connect with students’ writing? Do teachers ask students to do imitation writing, for example, ask them to write a story as interesting as that one? Or are there different ways teachers can use literature to make connections to writing? What can they be?
D. three ways I could make use of this information
My Life Map link:
https://www.timetoast.com/timelines/my-teaching-timeline-552ba607-5fc3-4d32-8070-5a76a61709ff